نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

• سیده طیبه طبائی ¹
• حمید شفیع زاده ²
• نادر سلیمانی ³

¹ دانشجوی دکتری، گروه مدیریت آموزشی، دانشگاه آزاد اسلامی واحد گرمسار، گرمسار، ایران

² دانشیار، گروه مدیریت آموزشی، دانشگاه آزاد اسلامی واحد گرمسار، گرمسار، ایران

³ دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی واحد گرمسار، گرمسار، ایران

چکیده

هدف: مسئولیت اجتماعی در مدارس نقش موثری در عملکرد و موفقیت مدارس دارد. بنابراین،‌ پژوهش حاضر با هدف طراحی و ارائه الگوی مسئولیت اجتماعی مدارس انجام شد.
روش‌شناسی: این مطالعه از نظر هدف کاربردی و از نظر شیوه اجرا کیفی مبتنی بر نظریه اشتراوس و کوربین (1998) بود. جامعه پژوهش خبرگان مسئولیت اجتماعی مدارس کشور ایران در سال 1399 بودند. حجم نمونه طبق اصل اشباع نظری 15 نفر برآورد که با روش نمونه‌گیری گلوله‌برفی انتخاب شدند. داده‌ها با مصاحبه نیمه‌ساختاریافته جمع‌آوری و با روش کدگذاری باز، محوری و انتخابی در نرم‌افزار MAXQDA-12 تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که مسئولیت اجتماعی مدارس دارای 98 مفهوم و 28 مقوله فرعی در 8 مقوله اصلی شامل مسئولیت‌های قانونی و مسئولیت‌های اخلاقی (شرایط علی)، مسئولیت‌های عمومی و بشردوستانه (پدیده محوری)، مسئولیت‌های اجتماعی و سیاسی (شرایط مداخله‌گر)، مسئولیت‌های اقتصادی (شرایط زمینه‌ای)، مسئولیت‌های زیست محیطی و دانش‌افزایی ذینفعان (راهبردها) و آگاهی و همکاری (پیامدها) بود.
بحث و نتیجه‌گیری: بر اساس یافته ها الگوی پژوهش حاضر می‌تواند یک راهنما برای متخصصان و برنامه‌ریزان باشد و آنان بر اساس آن برنامه‌هایی جهت ارزیابی و بهبود مسئولیت اجتماعی مدارس طراحی و اجرا نمایند.
 

کلیدواژه‌ها

• مسئولیت اجتماعی
• مدارس
• آگاهی
• همکاری

20.1001.1.23221445.1401.15.1.6.5

عنوان مقاله [English]

Designing and Presenting the Schools Social Responsibility Model

نویسندگان [English]

• Seyede Tayebeh Tabai ¹
• Hamid Shafizadeh ²
• Nader Soleimani ³

¹ PhD Student, Department of Educational Management, Islamic Azad University, Garmsar Branch, Garmsar, Iran

² Associate Professor, Department of Educational Management, Islamic Azad University, Garmsar Branch, Garmsar, Iran

³ Associate Professor, Department of Educational Management, Islamic Azad University, Garmsar Branch, Garmsar, Iran

چکیده [English]

Purpose: Today, organizational socialization is very important for individuals and organizations. Because on the one hand, if it is neglected or ignored, the probability of occurrence and repetition of behaviors outside the framework and organizational norms will increase, and the continuation of this situation will lead to the formation of negative attitudes and behaviors, conflicts, conflicts, displacement and leaving the job, and on the other hand, the cost of selection And it increases the recruitment of efficient and practical forces for the organization. One of the main concerns of efficient managers at different levels of the organization is how to create suitable platforms for human factors to fulfill their job duties and ethical principles with a sense of responsibility and full commitment, which is one of the factors affecting it, is social responsibility. One of the indicators of citizenship behavior in all organizations, including educational organizations, is acceptance of responsibility, and responsibility is a social process through which people consider themselves a part of the organization and their job, and they tend to always see their organization as successful. Responsibility means valuing the interdependent relationships that exist between the organization, the interest groups, the economic system and related communities, and social responsibility is a tool for the obligations that an organization must have towards its society, a way for policy ideas about the implementation of obligations. And it is a tool to meet the needs of both organization and society. Social responsibility is a social obligation to apply policies in organizational decisions and perform actions and activities related to the values ​​accepted by society. Social responsibility in schools plays an important role in the schools performance and success. As a result, the present study was conducted with the aim of designing and presenting the schools social responsibility model.
Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative based on the theory of Strauss and Corbin (1998). The research population was schools social responsibility experts of Iran country in 2020 year. The sample size according to the theoretical saturation principle was estimated 15 people who were selected by snowball sampling method. Data were collected through semi-structured interviews and analyzed by open, axial and selective coding method in MAXQDA-12 software.
Findings: Findings showed that social responsibility of schools has 98 concepts and 28 sub-categories in 8 main categories including legal responsibilities and moral responsibilities (causal conditions), public and humanitarian responsibilities (central phenomenon), social and political responsibilities (intervening conditions), economic responsibilities (Contextual conditions), environmental responsibilities and stakeholder awareness (strategies) and awareness and cooperation (consequences).
Conclusion: Based on the findings, the current research model can be a guide for specialists and planners and they can design and implement programs based on it to evaluate and improve the social responsibility of schools.
 

کلیدواژه‌ها [English]

• Social responsibility
• Schools
• Awareness
• Cooperation